Evidence-Based

Interventions for Severe

Behavior
Alison Lessard
EDPS 658

Potential Consequences of Problem Behavior

Interferes with learning and instructional opportunities

Limits potential to participate in classroom and school environments

Peer relationships and social interactions are affected

Has significant implications for future quality of life (unemployment,

incarceration, social and familial difficulties)

Behavior as Communication

Three reasons for challenging behavior:

Student wants to get something: adult/peer attention,

tangibles, food
Student wants to avoid something: difficult tasks, unwanted
attention
Student uses the behavior to help regulate: increase underarousal/decrease over-arousal

Applied Behavior Analysis (ABA)

Operant Conditioning all behavior is learned and behavior change is a result of the
consequence of that behavior
Concepts of stimulus-response, reinforcement, consequence, setting events, stimulus
control, generalization and maintenance
ABA interventions focus on changing the environment so reinforcement (positive/negative)
is not received and behavior occurs with less frequency, intensity and duration.
Cowan and Sheridan (2009)

Evolution of Current Approaches

Positive Behavior Support

Evidence-Based Classroom Management

Behavior Education Program (BEP)

Check In/Check Out (CICO)
-Daily check-in/check out for students required extra support
- check in daily with an adult, review goals for the day, take
point sheet to class where teachers provide feedback (points
or comments)
-Token economy is reinforcement
-build positive relationship with adults
-Self-monitoring component
-Can be adapted to suit the needs of older students

Antecedent Strategies
Involves changing the learning environment in order to prevent problem
behavior from occurring. Antecedent strategies focus on what happens
immediately before a behavior occurs.
Reducing academic demands to meet instructional level or sandwich instructional tasks between
independent tasks
Allow for alternative methods of task completion
Allow opportunities for choice
Movement to a distraction-free environment
Provide scheduled attention to reduce attention-seeking behavior
Increasing level of support when completing difficult or non-preferred tasks
Use of visual schedules or advance organizers
Establish a clear and predictable schedule

Behavioral Momentum

Builds a momentum of compliance and increases the chance of

compliance after a non-preferred request is given.

Consequential Strategies
Ensure the desired behaviors are reinforced and avoid reinforcing problem
behavior
Positive reinforcement attention, materials, activities
Verbal Praise
Token economy
Behavior contracts
Reinforce frequently, make eye contact, describe the behavior, build anticipation
by reminding student of reward and use variety in reinforcerment.
Cowan and Sheridan (2009)

Setting Event Strategies

Involves adjusting environmental conditions that reduce undesired behavior.
Since setting events can often occur outside of the school environment it is
important to work with families when possible and to anticipate how setting events
can impact behavior on a daily basis.

Divorce

Abuse

Lack of sleep

Medication change

Alcohol/Drug abuse

Depression

Anxiety

Bus was late

Poverty

ADHD

Functional Behavioral Assessment

Competing Behavior Pathway

Setting
Event
(Lack of
Sleep/medicat
ion changes)

Desired Behavior
Complete Task

Consequence (+R)
FREE TIME

Immediate
Antecedent
Request
Made

Challenging Behavior
Whining, Crying,
Ripping up Work

Consequence (-+P)
Ignore, prompt,
continue with task

Consequence (-R)
Replacement Behavior
Use Break Card

Short walk, back to desk

Evidence-Based Interventions

Interventions must be implemented with fidelity, outcomes

measured by collecting data and the effectiveness of the
intervention is determined by the data.
Ongoing monitoring of interventions

Evidence-Based Resources